Intelligence quotient and meaningful learning in civil engineering students at a private university in Peru

Abstract

The objective of this research was to analyze the relationship between IQ and meaningful learning in civil engineering students at a private university in Peru. A quantitative approach was adopted, with a non-experimental design, descriptive correlational scope, and cross-sectional nature. The sample consisted of 139 students, selected through intentional non-probabilistic sampling. The Wechsler Adult Intelligence Scale, fourth edition, was used to measure IQ, while meaningful learning was assessed using a Likert-type questionnaire validated by experts, considering the representational, conceptual, and propositional dimensions. Statistical analysis was performed using Spearman's Rho coefficient, revealing positive and statistically significant relationships between the variables studied. The results show a high correlation between overall IQ and meaningful learning, as well as relevant associations in the dimensions of verbal comprehension, perceptual reasoning, working memory, and processing speed. In conclusion, it is confirmed that cognitive abilities are linked to meaningful learning.